Developing Students’ Curiosity Through Chemistry Hands-on Activities: A Case of Selected Community Secondary Schools in Dar es Salaam, Tanzania

Kibga, Esther Samwel; Gakuba, Emmanuel; Sentongo, John

doi:10.29333/ejmste/10856

Cited by 16 publications

(8 citation statements)

References 35 publications

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“…This is a lecturer backing and learners owning learning model (Ndihokubwayo et al, 2021) interested students in collaboratively constructing improvised materials (Ndihokubwayo et al, 2019) and presenting their outcome to the whole class. Kibga et al's (2021) study showed a significant increase in students' curiosity among secondary schools in Tanzania due to the implementation of handson activities as an instructional strategy. In other studies, innovative collaborative instructional strategies moderated students' verbal ability and their achievement in biology (Adejimi et al, 2021) and motivation toward learning biology (Dohn et al, 2016;Hewitt et al, 2019).…”

Section: Introductionmentioning

confidence: 92%

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Mukagihana

Nsanganwimana

Aurah

2021

LUMAT

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Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment. Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014). The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology.

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Section: Introductionmentioning

confidence: 92%

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Mukagihana

Nsanganwimana

Aurah

2021

LUMAT

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“…In her own words, “I got a first-hand look at how hands-on experiments can greatly enhance theoretical book learning...I was able to soak up fascinating information that is highly beneficial.”. Mui’s experience is similar to other students, for whom hands-on learning stimulates curiosity, builds skills, and instills confidence. , By virtue of undertaking this project, Mui confirmed what she liked and will attend the University of California at Irvine in fall 2022 with a major in engineering.…”

Section: Discussionmentioning

confidence: 57%

“…Mui's experience is similar to other students, for whom hands-on learning stimulates curiosity, builds skills, and instills confidence. 55,56…”

Section: ■ Concluding Remarksmentioning

confidence: 99%

Independent at-Home Chemistry Project for a High School Student: Osmosis Experiments Using a U-Tube Apparatus

Mui¹,

Lan

2022

J. Chem. Educ.

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This article describes the design and implementation of an independent at-home chemistry project for a high school student. The pedagogical process described herein provided an authentic and meaningful laboratory experience at home, enabling remote learning that was inexpensive and safe. The topic of study was osmosis, and experiments were conducted utilizing U-tube apparatuses with glycerin or dextran as the solute and distilled water as the solvent. This innovative method produced a series of osmosis experiments with quantitative results on kinetics, equilibrium, and effect of temperature, as well as selective pairing of solute/solvent for bidirectional osmosis. The most important outcome of this project is a student with limited exposure to chemistry in the classroom became enthusiastic about performing the various experiments and was inspired to continue hands-on learning in chemistry.

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“…Their exposure to hands-on laboratory activities allows them to experience learning by themselves and draw conclusions based on what they actually see in the experiment compared to having a traditional lecture wherein they only tend to absorb the knowledge but fail to apply them. Hands-on experiments can increase curiosity (Kibga et al, 2021), improve learning, develop skills, integrate values, and enhance students' satisfaction with the subject (Sanchez et al, 2021).…”

Section: Comparison Of Mean Gainsmentioning

confidence: 99%

Effectiveness and Acceptability of Laboratory Experiment Videos in Blended Chemistry Learning

Guion,

Sumalinog,

Gomez

et al. 2023

KIMIKA

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The COVID-19 pandemic has changed most of the world's norms, from people's lifestyles to the education system. The transition from offline to online teaching, communication barriers inherent in online teaching, preparation, and teaching style were just a few of the difficulties faced by the instructors. On the other hand, problems with the content included creating new materials and using multimedia tools, among other things. This study aimed to determine the effectiveness of using laboratory experiment videos instead of hands-on experiments as an alternative to the blended learning modality. Furthermore, this study also investigated the acceptability of the developed videos from the learners' perspective. According to the study's findings, blended learning for chemistry is successful and acceptable when laboratory experiment videos are included. Students' performance improved significantly from their pretest to posttest when exposed to several teaching strategies for chemical reactions, including lectures, hands-on laboratory activities, and the presentation of videos of laboratory experiments. As a result, utilizing laboratory experiment videos in blended chemistry learning can be an effective tool and approach for delivering education and assisting in the teaching and learning process for teachers and students.

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Developing Students’ Curiosity Through Chemistry Hands-on Activities: A Case of Selected Community Secondary Schools in Dar es Salaam, Tanzania

Cited by 16 publications

References 35 publications

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Independent at-Home Chemistry Project for a High School Student: Osmosis Experiments Using a U-Tube Apparatus

Effectiveness and Acceptability of Laboratory Experiment Videos in Blended Chemistry Learning

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